Content and LanguageIntegrated Learning:Methodological Orientationsfor a Better Practice(Criteria for the development of m...
Methodology   All kinds of social interaction stressed.   Collaborative work.   Scaffolding.   Metacognitive skills (t...
LET´S HIGHLIGHT SOME…                   SCAFFOLDING.                   REVISED     BLOOM                        ´S TAXON...
Scaffolding
Scaffolding
Scaffolding Teaching   support. Register   adaptation. Brainstorming     so as to start. Continuous     linguistic inp...
Scaffolding EXAMPLE: ◦ Step 1    Teacher shows. ◦ Step 2    Teacher is helped by ss. ◦ Step 3    SS group work. ◦ Step...
Revised Bloom´s taxonomy
Revised Bloom´s taxonomy             (1956-2001)           BLOOM LEARNING            DOMAINS.           VERBS.         ...
Revised Bloom´s taxonomy:         further applications
The paper clips experiment        (filled to the brim)      Predictive   basic        question:        ◦ How many paper  ...
The paper clips experiment       Basic concepts:        ◦ Water molecules          bonds        ◦ Attraction (drops of   ...
The paper clips experiment         New   predictive questions:          ◦ Another container?          ◦ Another type of f...
What did we intend to do…?• To provide participants with:  •The core elements of CLIL  •A well rooted methodological appro...
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6 criteria developing clil materials

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Criteria Developing CLIL Materials

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6 criteria developing clil materials

  1. 1. Content and LanguageIntegrated Learning:Methodological Orientationsfor a Better Practice(Criteria for the development of materials) Dr. Javier Barbero Andrés Dr. Jesús Ángel González López Dpto. de Filología
  2. 2. Methodology All kinds of social interaction stressed. Collaborative work. Scaffolding. Metacognitive skills (to think about how they learn) Revised Bloom´s taxonomy. Critical thinking. Exploratory talk.
  3. 3. LET´S HIGHLIGHT SOME… SCAFFOLDING. REVISED BLOOM ´S TAXONOMY. EXPLORATORY TALK.
  4. 4. Scaffolding
  5. 5. Scaffolding
  6. 6. Scaffolding Teaching support. Register adaptation. Brainstorming so as to start. Continuous linguistic input. Easing tasks. Highlighting tasks. Students try to define. Key words and phrases provision.
  7. 7. Scaffolding EXAMPLE: ◦ Step 1  Teacher shows. ◦ Step 2  Teacher is helped by ss. ◦ Step 3  SS group work. ◦ Step 4  SS work independently.
  8. 8. Revised Bloom´s taxonomy
  9. 9. Revised Bloom´s taxonomy (1956-2001)  BLOOM LEARNING DOMAINS.  VERBS.  PRODUCTS.
  10. 10. Revised Bloom´s taxonomy: further applications
  11. 11. The paper clips experiment (filled to the brim) Predictive basic question: ◦ How many paper clips can we place into the glass before water spills over?
  12. 12. The paper clips experiment Basic concepts: ◦ Water molecules bonds ◦ Attraction (drops of water) ◦ Displacement ◦ Dome shape ◦ Oxygen expelling
  13. 13. The paper clips experiment  New predictive questions: ◦ Another container? ◦ Another type of fluid? ◦ Other invasive elements? ◦ Other ways to place elements within the fluid? ◦ Same results?
  14. 14. What did we intend to do…?• To provide participants with: •The core elements of CLIL •A well rooted methodological approach. •Communicative language immersion. •Skills and techniques to approach the foreign language. •Criteria for developing and enriching CLIL learning materials.• To observe CLIL as an opportunity for a newdeep and effective methodological change.

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